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American Indian High School Completion in Rural Southeastern Montana 1
Author(s) -
Ward Carol
Publication year - 1995
Publication title -
rural sociology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.083
H-Index - 65
eISSN - 1549-0831
pISSN - 0036-0112
DOI - 10.1111/j.1549-0831.1995.tb00581.x
Subject(s) - school dropout , residence , affect (linguistics) , dropout (neural networks) , academic achievement , population , geography , psychology , demography , socioeconomics , sociology , developmental psychology , communication , machine learning , computer science
Factors related to dropping out of school are examined among a rural population of American Indians in southeastern Montana. Analyses assess the relative effects of community location, type of school, and student, family, and school variables on dropout behavior. Findings reveal the importance of students' community residence, parental education, and school experiences. The effects of these factors vary by school, however, suggesting that schools create different environments, opportunities, and relationships with specific communities that affect school outcomes. This research suggests the need to examine interactions among schools and Indian students, their families, and communities to understand school dropout patterns.